Basic Telecommunications Academy · o Addition of training topics such as Enhanced 9-1-1, Emerging...

Basic Telecommunications Academy

2019 Curriculum Overview

State of Oregon

Department of Public Safety Standards and Training

Eriks Gabliks, Director

4190 Aumsville Highway Salem, Oregon 97317

503-378-2100 www.oregon.gov/DPSST

http://www.oregon.gov/DPSST

ACKNOWLEDGEMENTS

The new 3-Week Basic Telecommunications curriculum was developed for Telecommunication professionals, by Telecommunication professionals. Numerous individuals provided valuable contributions to this successful curriculum revision. This revision was made possible by the collaborative efforts between DPSST and the statewide telecommunication constituents involved in the process.

DPSST is extremely grateful to all those who volunteered their time and efforts to the revision process. Their expertise and dedication, as well as the generous support of their agencies, has enabled DPSST to create an innovative and effective training program for entry-level, Telecommunicators.

Basic Telecommunications Curriculum Committee Megan Craig

Deschutes County 9-1-1 Service District

Lance Guenther Port of Portland Communications Center

Jeremy Hipes

Clackamas County 9-1-1

Andrea (Andi) Tobin Willamette Valley Communications Center

Lauri Steinbeck City of Newberg

Tiffany Miller Tillamook 9-1-1

Kathy Fink

Washington County Consolidated Communications Agency (WCCCA) / DPSST, APT

Tia Akers DPSST, APT

Cathy Orcutt Linn County Sheriff’s Office

Tami Atkinson

DPSST

Patti Sauers Yamhill Communications Agency

Sara Stewart DPSST

Project Contributors

Sara Swyers Hood River County Sheriff’s Office

Lorraine Anglemier

DPSST

Linda Maddy DPSST

Heidi Ferguson

Corvallis Regional Communications Center

Kendele Miyasaki OSP, LEDS

JD Edwards DPSST

Ian Crawford

Washington County Consolidated Communications Agency (WCCCA)

Ken Tobin Private Sector

Hayden Jones DPSST, Fire

TABLE OF CONTENTS

Executive Summary .................................................................................1 Program Changes – At a Glance .............................................................2 Hourly Breakdown ....................................................................................3 Support for Expansion .............................................................................4 Assessment Model ...................................................................................8 Content Overviews ................................................................................. 16 Behavioral Health and Veterans Awareness ................................................................. 18 Call Handling .................................................................................................................. 20 Call Scenarios ................................................................................................................ 24 Civil Rights & Liabilities .................................................................................................. 26 Courtroom Testimony..................................................................................................... 28 Criminal Law .................................................................................................................. 29 Crisis Communications .................................................................................................. 31 Critical Incidents ............................................................................................................. 33 Customer Service ........................................................................................................... 34 Diversity ......................................................................................................................... 36 Documentation ............................................................................................................... 37 Emergency Preparedness ............................................................................................. 40 Emerging Technologies ................................................................................................. 42 Enhanced 9-1-1 .............................................................................................................. 43 Ethics.............................................................................................................................. 45 Fire/EMS Overview ........................................................................................................ 47 Fitness & Nutrition .......................................................................................................... 49 Law Enforcement Overview ........................................................................................... 51 Map Reading .................................................................................................................. 53 Problem Solving ............................................................................................................. 55 Public Relations ............................................................................................................. 58 Radio Overview .............................................................................................................. 60 Resource Utilization ....................................................................................................... 62 Stress First Aid ............................................................................................................... 64 Toolkit for Building Resiliency ........................................................................................ 66 Trouble Shooting ............................................................................................................ 68 Workplace Communications .......................................................................................... 69

STATE OF OREGON DEPARTMENT OF PUBLIC SAFETY STANDARDS AND TRAINING 2019 BASIC TELECOMMUNICATIONS CURRICULUM OVERVIEW

DPSST Basic Telecommunications Academy Page 1 of 70 2019 Curriculum Overview / Revised: 09-2018

EXECUTIVE SUMMARY The Oregon Department of Public Safety Standards and Training (DPSST) is entrusted to provide quality training as a service to its public safety constituency. The 3-Week Basic Telecommunications curriculum is the product of the collaborative efforts between DPSST and the statewide telecommunication constituents. As a result of constituent input and community feedback, it is clear that today’s Telecommunicators must be creative problem solvers; there is not often one answer, nor one book that holds all of the answers, to the complex issues they face. To be successful, Telecommunicators must possess versatile interpersonal skills, be knowledgeable in effective intervention and de-escalation strategies, capable of obtaining and evaluating information, skilled at critical thinking, and ultimately able make decisions that impact the lives of others, as well as their own safety and well-being. The 3-Week Basic Telecommunications curriculum is designed to address these needs and help new Telecommunicator acquire essential knowledge, as well as develop job specific skills that will be utilized throughout their careers. Students will learn the justification behind effective telecommunication procedures. The learning experience will progress daily as students delve deeper into concepts and begin understanding their applications to the field. Students will also have numerous opportunities to practice important skills such as effective communication, map reading, database interpretation, call control and other methods for effectively interacting with the community, as well as techniques related to behavioral health and career resiliency. In addition to incorporating evidence based practices into the procedures a Telecommunicator follows in the field, the new curriculum also makes use of evidence based practices from the field of adult learning. Student-centered facilitated learning and problem-based learning are contemporary educational models that empower learners to think critically, problem-solve, challenge assumptions, be innovative and creative, conduct research, integrate theory and practice, and apply knowledge and skills to develop viable solutions to job-related problems and/or challenges. Recognizing this process instills competencies directly related to the practices of an effective Telecommunicator, the 3-Week Basic Telecommunications curriculum utilizes student-centered facilitation, problem based learning exercises, as well as other “hands on” and/or social learning activities, aimed at ensuring student comprehension, increasing student retention, enhancing job performance, and developing career confidence.



PROGRAM CHANGES – “AT A GLANCE” • Change in program length: expanded by one week

• Change in curriculum concepts

o Addition of training topics such as Enhanced 9-1-1, Emerging Technologies, Public Relations, Resource Utilization, Crisis Communications, Behavioral Health, Problem Solving, Toolkit for Building Resiliency, Radio Overview, Map Reading and Critical Incidents.

o Addition of a wellness thread as part of the Academy, to include physical fitness and nutrition components, as well as mental and emotional wellness.

o Reduction of time spent on topics that are either available online to all agencies or identified as too advanced for the basic academy: Weapons of Mass Destruction (WMD), Oregon Vehicle Code, Domestic Violence and Understanding DMV Printouts (DMV to be covered in Resource Utilization).

• Student performance evaluations will expand beyond written tests (see Assessment Model starting on page 8).

o More coaching/feedback as a result of scenario based/role play training.

o More quantifiable evaluation criteria.

o Use of self-reflection to promote intrinsic development.

• Teaching methodologies have changed to reflect adult learning principles, student-centered approaches and problem-based learning.

o More and/or addition of: group work/presentations, small group discussions, journaling, pre-assignments, problem-based learning exercises, scenarios, self-reflection, role plays, hands on exercises, coaching and feedback.

• Concepts will no longer be presented merely in time blocks; rather they will be interlaced and on-going.

o This allows for better connectivity between concepts as well as a framework for building upon skills and increasing complexity.



116 Hour Basic Telecommunications Curriculum Hourly Breakdown



BT Curriculum Development: Support for Expansion Below are various justifications, evidence for the need, support and reasoning behind expanding the Basic Telecommunications Academy Program. Contained within the table are the reasons, sources and expected impacts.

Source Reason Expected Impact Constituent Survey (surveymonkey) – 106 Respondents

For the following topic areas, over 90% of the respondents requested adding them and identified them as either Somewhat Important or Very Important:

Considering the request holistically across the constituent base, including all sized agencies, these topics need to be incorporated somehow into the Basic Academy.

47% - line level 29% - CTO 17% - Supervisor 17% - Director/Mgr.

• Active Shooter/Tactical Dispatch

• Call Control • Call Questioning

Scenarios • Crisis

Communications • De-escalation • LEDS/NCIS

Interpretation • Map Reading

• Mental Health • NG911 • Phase I / Phase

II • Problem Solving • LAT/LONG

Location • Pinging Cell • Trauma

Exposure • Voice

Dispatching

This would result in: • Constituent needs being met • Consistent, foundational training on key

topics for telecommunicators across the state

• Foundational training on critical topics that smaller agencies may not be able to provide their staff

• More knowledgeable and prepared recruit leaving the academy to return to the agency

• Improved service for public safety across the state with modernized and current training topics being covered



Source Reason Expected Impact Constituent Survey (surveymonkey) – 106 Respondents

Additional Comment - “Academy needs to be extended to compensate for the growing volume of skills required to perform this job as well as the long term impact on mental health.” Additional Comment - “I agree it needs to be longer and more in depth.”

• More knowledgeable, prepared and proficient recruit being produced at the end of the Academy training

• New hires in the field are better prepared to serve public safety needs in Oregon

• Better retention of staff (mental and emotional preparation for the job, as well as better meeting mental/emotional needs)

Constituent Survey (surveymonkey) – 106 Respondents

Additional Comment – “Need to emphasize physical fitness. This has become a profession that is woefully unfit and unhealthy, which as a manager, leads to excessive sick usage / staffing issues.”

• This would require the addition of a physical fitness & nutrition program within the Academy (requiring more time)

• More knowledgeable staff on how to be or maintain a healthy lifestyle

• Improved life habits developed at Academy to be able to be continued afterward

• Fewer staffing issues due to illness • More productive and healthy staff

Constituent Survey (surveymonkey) – 106 Respondents

Additional Comment – “…we are deeply failing our employees by not stressing the affects and causes right from the beginning. We have a generation of new hires that are not mentally able to handle this job.” Additional Comment – “Mental health as a dispatcher/call taker is extremely important. I see many dispatchers late in their careers that have not taken care of themselves mentally and are now in positions that they can no longer handle and cannot retire.”

• New hires in the field are better prepared to for the potential impact this particular career could have and able to be proactive about it

• Better retention of staff (mental and emotional preparation for the job, as well as better meeting mental/emotional needs)

• Setting the field up for a career hires, again, rather than short term jobs that burn people out



Source Reason Expected Impact Site Visits (T. Atkinson) – 56 total

When asked about expanding the Basic Telecomm. Academy, the responses were as follows:

• 27 – YES! (48%) • 11 – YES, if specifically for scenarios (20%) • 7 – “eh…” (12%) • 11 – No! (20%)

Overall, at least 68% of the site visit locations were for expansion; 12% could be swayed either way; and only 20% were completely opposed.

• Consistent, foundational training the meets the needs of the growing and changing field

• More in-depth training that meets learning levels according to best practices to ensure better retention

• Training provided to staff and agencies that otherwise would not receive it

• Getting the program current and aligned with all other programs/disciplines within the public safety field (all others have expanded to meet the needs of the field, while BT has not in over a decade)

• Change the negative stigma (program is outdated and consequently perceived as irrelevant – “just go to the academy and be quiet; we will teach you what you need to know when you get back”)



Source Reason Expected Impact Media, Policy & Board Committee Meetings, observations from constituents, research, etc.

The field is changing, which means topics previously not included in the basic training need to be, in order to stay current and even ahead of the changes to be better prepared, rather than scrambling to react. There are topics that have maintained their significance within the field, which is largely what has been taught to this point, but incorporating new needs of the field and of our hiring generation will require more time. Also, need to utilize methodology that is research based and proven most effective.

• Allow new hires and personnel within the field to be proactive, rather than reactive

• Oregon telecommunicators consistently and progressively trained and on the front end of coming changes or future movement within the field better able to serve the public and other public safety entities throughout the state

• Better retention; higher level thinking skill development (critical thinking, decision making, etc.)

Job Task Analysis (JTA)

The job task analysis was just revised to incorporate the changes that have happened already in the field and potentially address some of the pending changes.

In order to meet the updated needs addressed in the JTA, as well as the current and evolving needs of the field, the current program must be expanded. This would result in:

• Board mandates being met in the field and at the academy

• Current and future needs being met at the foundational level (basic training)

• Consistency between standards required of personnel and standards set for certification, while also meeting training needs to best prepare personnel for the career



ASSESSMENT MODEL

Below is the entire plan for creating a Basic Telecommunications Academy program that contributes to and is a

part of the bigger training model for Oregon’s telecommunicators. The intention is that this small piece of the

puzzle provides what is needed for public safety in Oregon to be positively impacted. The use of evidence-based

program and assessment models provides DPSST with a format through which to evaluate the intended impact.

High Level Training Model Phases for a Telecommunications Recruit –

DPSST Training Academy (Phase 1)

Critical Behaviors – Measurement

1.1 Engagement / Learning Growth – Observation/Feedback/Exam

1.2 Outcomes Met – Observation/Feedback/Exam

1.3 Resources Developed / Obtained – Observation/Feedback

Field Training (Phase 2)


2.1 Completion of Field Training Manual – Observation/Feedback/Scoring

2.2 Application of Knowledge, Skills and Attitudes from Academy – Feedback/Observation/Field Training Completion

2.3 Able to Contribute to Agency / Team Needs – Feedback/Observation

Solo Telecommunicator Performance (Phase 3)


3.1 Application of Problem-Solving / Critical Thinking Skills – Observation/Performance Results

3.2 Filling Telecommunicator Role for Agency Shift – Scheduling/Feedback/Constituent Reports

3.3 Improving Agency Functioning in Community – Constituent Feedback/Observation



Level 4 Result (per Kirkpatrick levels of evaluation): This is the overall – large – impact you’re looking for with

whatever training model being developed and implemented. The Level 4 result looks beyond just the

Academy or FTEP, and takes the entire process from hire to successful telecommunicator and identifies what

that looks like. Level 4 results are what agencies can speak to when working with their communities and trying

to demonstrate the positive impact they are having. We wanted to build a DPSST Academy program that was

promoting and supporting those efforts back at the agencies. So, we built it with this in mind.

The development of a Level 4 Result (to be assessed after implementation of a training model) is below:

Proposed L4 Result: Upon completion of their training experience, (recruit name) will enable

their employing agency to provide quality and efficient public safety communications to the communities

and constituent partners they serve in order to promote safer communities, while promoting fiscal

responsibility of tax payer funds.

What that means for the Basic Academy (as discussed and determined by the Committee):

Critical outcomes to promote this result - • Effective Communication Skills • Understanding of what this career truly is and entails (and whether they are All In, or it’s not for them) • Problem Solving Skills (including the gray areas) • Basic Call Taking / Questioning Skills • Solid, consistent foundation for each agency to build from • Ethical Awareness

What organization exists to do

Financial reality of sustained

existence & success

Level 4 Results



Changes needed from what outcomes are being seen from today’s academy graduates – • “Erase what you learned at the Academy” • The academy was “fun” (but not educational) • Black and white thinking – no application or transfer of knowledge; no problem solving outside the

checklist Outcomes of the current program that we don’t want to lose –

• “Be quick; but don’t hurry” • Sense of community among the diverse group of agencies represented with each class • DPSST as a resource (beyond the time spent at the basic academy)

What is needed from trainers, coaches, agencies and communities for this program to be a success?

• Agency mindset or view of the academy may need to change (education to the agencies of what is happening and all the value)

• Be ‘in the know” about the curriculum (what is being taught) at the academy – education to all agencies: curriculum is public record and can be requested at any time

• Cohesion with agency training programs • For students:

o Set up to be life-long learners; regularly seeking out trends and what is new, or just staying up on their skills (pursuing training)

o Have an accurate sense of their customers and realize the customer service element to this career

So What…? The goal of the newly designed academy is that we are able to accomplish all of these things as a collective and collaborative effort. However, we don’t want to simply claim that. We want to show how this can be measured (evaluated). When we talk about actually assessing whether or not we are achieving our Level 4 result (that far-reaching vision for the program), there are specific things we can measure and assess. These are called “Leading Indicators”. These indicators happen outside the academy, but can actually be traced back to impacts from the academy. The foundation laid during a recruit’s time at the academy can lead them down this path (as identified above in what needs to be happening as a result of their time at the academy).

However, the added benefit to designing the academy in this way is that agencies are able to speak to their constituents, customers, community members and partners about the direct (positive) impact their telecommunicators (and dispatchers) are having on their communities and the safety of their communities. The leading indicators are examples of metrics (specific data sources you can measure) that can be collected and evaluated to determine the impact. When measuring the indicators, there are two avenues to be considered: the external impact (on customers, constituents, community members, etc. – everyone outside the recruit/staff member’s agency) and the internal impact (customers, co-workers, supervisors, partners, etc. – everyone within the recruit/staff member’s agency). Below are proposed indicators and how they can be measured.



Leading Indicators (of L4) (Observations of critical behaviors on track for driving positive results)

Performance Improvement Areas

New Contributing Behaviors Changes in Practice

External (outside the agency)

Increased Community Safety

o Call Records

o Agency Complaint – Compliment

Ratio

Decrease in Citizen Complaints

o Agency Records

o Comparison (Before / After)

Decreased Wait / Response Time

o Agency Records

o Partner Agency Feedback

o Complaint Logs

Internal (within the agency)

Demonstrating expectations of excellence

in call taking

o Accountability

o Role Model

o Confidence

o Professionalism

Improved Employee Engagement

o Attitudes / Talk

o Involvement

o Decreased (regrettable) Turnover

Improved Problem Solving/Critical

Thinking at Individual Level

o Observation / Feedback

o Help Request Logs



By designing the academy as a part of the overall training model (rather than its own entity), we hope to build some cohesion. We hope to provide what agencies need as a foundation to deepen that field training, while also have specific feedback to drive personalized training for each recruit in order to make them successful in this career. Through much input from constituents throughout the state, we have determined the critical and essential tasks needed to be successful in this field, as well as what agencies need from their recruits as a result of their time at the academy. We went beyond that, though, to also seek out and determine what agencies need while their recruit is at that academy; what types of feedback would be beneficial to help guide their field training, as well as assess their potential success in their training program. Additionally, we determined what students/recruits needed to be successful both at the academy and in their field training. The proposed assessment scheme for the new academy is intended to start linking these two levels of their training.

The new Basic Telecommunications Academy will have an assessment scheme that involves completing tasks and a project, in addition to the final exam. The discussion explained above is the reason for this change – we intend to bridge the gap between the Academy experience and a recruit’s training program with their agency. The specific tasks throughout the academy that students must complete will be the platform by which agencies will receive informal feedback as to their recruit’s learning and development while they are at the academy. The project will be the resource to bridge the gap between what is learned at the academy and what is needed for their field training program.

The requirements of the academy linked to the assessment scheme and the benefit to agencies are listed below:

• Weekly Journals – the weekly journals will consist of 1-3 prompts a day (Mon-Thurs) that are aligned with the critical outcomes of the courses the students have that day during the Academy. These prompts will solicit higher levels of thinking, reasoning, justification and even reflection related to the content, which will provide agencies and trainers insight into the recruit’s development of critical thinking skills, problem solving/reasoning skills, reflection and the knowledge base they are building based on the new content areas.

o This will be a completion based score, meaning that students must complete all the required journal prompts to be considered complete for graduation.

o Students must remediate any incompletes.

• Scenarios – there will be opportunities for students to have scenario-based (reality) training wherein they’re able to apply what they’ve been learning. This type of training can be a really valuable tool to reveal possible challenges, strengths, obstacles, etc. associated with performance. This is also the “safe” place to make mistakes and learn from them, before getting back to the agencies and possibly making those mistakes with their communities. Due to the fact that the scenarios are intended to be learning opportunities, the feedback gleaned during these experiences is strictly for learning purposes (not as an evaluative or punitive tool). That being said, the feedback will be structured with specific



behavior outcomes that are intended for each experience to be able to be objective in capturing what is being observed and ways to improve.

o Students must participate in their scenario days in order to graduate (remediation required if not able to at that time).

• Final Project – this project will be a resource guide (of sorts) associated with what they’ve learned at the academy that will contribute to their success in their field training. They should be compiling it and adding to it as they progress through the academy. The end product will look different per student, as the intention is that they create a workable training aid specific to their own needs that they will use when they return to their agency. This training aid will contain the critical information that they would likely need to access in their training program back at the agency, and it would promote their ability to be resourceful and autonomous in their training tasks.

o Historically, there’s been a perceived gap in the learning accomplished at the academy and what they are able to do when they return to their agency. Additionally, the committee talked at length about the need for them to have something that worked for them, rather than just a scripted resource, as that was either (a) unusable for them, or (b) promoting black & white thinking, thereby minimizing the recruit’s ability to problem solve and think for themselves.

o Students must complete this project in order to graduate (remediation required if not able to at that time).

• Final Exam – there is currently a final exam for the Basic Telecommunications Academy to assess foundational knowledge. The new academy will also have a final exam with questions tied specifically to the critical outcomes, as established by the Curriculum Committee.

o Students must obtain 75% or better to graduate, per OAR 259-008-0085. Level 3 Result (per Kirkpatrick levels of evaluation): Level 3 is specific to the behaviors that must be present to be able to bring about those leading indicators associated with the Level 4 result. Levels 3 and 4 results are directly related to the impact back at the students’ agencies, as well as within their communities and the field of public safety/ telecommunications as a whole. The training and learning associated with the Academy should directly impact level 3 and 4 results, so it can therefore be evaluated. There are specific critical behaviors that can be identified and assessed to better inform a student’s success and ability to apply their training back at their agencies, which has been identified as a gap historically. These behaviors and how to assess/measure them are listed below. Critical Behaviors (Few, key behaviors that must be consistently performed to bring about targeted outcomes) for participants applying their training back on the job:

1. DPSST Basic Telecommunications Academy students fully engage with their academy program, participating and completing all components

2. DPSST Basic Telecommunications Academy students successfully meet targeted outcomes and commit to apply what they learn at the Academy when returning to their employer (back on the job)



# Metric(s) Method(s) Timing

1

• Participation during courses

• Completion of journals and project

• Growth demonstrated

• Classroom activities / engagement

• Journal / Project Review • Observations -

instructor/coach/mentor • Informal / Formal

Assessments

• During / Upon completion of course

• Upon submission of journal/ project

• Exams / Observation / Scenarios

2

• Performance based learning outcomes met

• Academic based learning outcomes met

• Increased confidence to apply learned skills

• Classroom activities / engagement

• Final Exam Scores • Observations -

instructor/coach/mentor • Informal / Formal

Assessments

• During / Upon completion of course

• Review of Journals/Project (by agency & coordinator)

• Exams / Observation • Retrospective Confidence to

Apply survey

Level 2 Result (per Kirkpatrick levels of evaluation): Level 2 results are specifically associated with the learning done during the training event. So, this is associated with the knowledge, skills, attitudes and behaviors expected as a result of the Basic Academy, as well as the learning outcomes established for that program. The learning outcomes were then vetted to evaluate which were critical for students to know/do (based on their impact on the overall intended results – levels 3 & 4). The measurement of level 2 is captured in the “requirements of the academy” described above.

Level 1 Result (per Kirkpatrick levels of evaluation): Level 1 results are specifically associated with the reaction of the student to the training. This is capturing whether or not their reaction or response to the training is favorable, or not, and the reasoning behind it. The three main categories captured at this level are engagement of the student, the relevance of the content for the student, and the student’s satisfaction with the course.

L2 Learning

To what degree participants acquire the intended knowledge, skills and attitudes based on their training

Learning Outcomes

Established within the development of the Basic Telecommunications Academy curriculum

Measurement

Forms of assessment decided upon for use during the Basic Telecommunications Academy



Committee Expectations – Non-Academic Feedback

The committee discussed the specific period of training while at the academy and what other information they would like or need to know related to their recruits’ experience. We discussed both the Levels 1 and 2 results to ensure that we were intentionally capturing whatever feedback was requested or needed. The “requirements of the academy” (listed above) would provide evaluative data associated with the learning (level 2), and students have the opportunity to provide level 1 feedback through the weekly agency contacts, academy surveys, as well as directly with DPSST staff.

In addition to what is being captured by the requirements of the academy, the committee expressed that behavioral feedback would be valuable as well. While behavioral concerns are often brought forth by the Class Coordinator, this is largely dependent upon discretion of instructor (passing the information along) and coordinator (whether it is significant enough to warrant follow-up). However, the committee asserted that the following should prompt agency notification:

• Lack of participation, especially a refusal • Argumentative or challenging (non-productive conflict or insubordination) • Freeze or shut down (if a student refuses to engage because they are overwhelmed & freeze/shut

down)

The above pages detail and explain the process through which we established an assessment model for the new Basic Telecommunications program. It encapsulates the desire to bridge gaps between DPSST and agencies, while also bridge the gap between the Basic Training program and field training.

L1 Reaction

To what degree participants react favorably to the training (learning events) Source: Surveys / Feedback

Engagement

The degree to which participants are actively involved in the learning

Relevance

The degree to which the content directly relates to participants' job responsibilities

Satisfaction

The degree to which participants feel satisfied and that there was value in the training they received



CONTENT OVERVIEWS



BEHAVIORAL HEALTH AND VETERANS AWARENESS

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s ability to recognize actions and behaviors which could indicate that an individual or veteran may be experiencing a behavioral health crisis and safely and effectively de-escalate the individual from the crisis state.

LEARNING OUTCOMES:

Upon completion of instruction, students will be able to:

OUTCOME MEASURE

Articulate how stigma impacts mental illness In-Class Activity

Identify behaviors which may be present during a behavioral health crisis

In-Class Activity Exam

Describe appropriate intervention strategies to resolve a behavioral health crisis situation

In-Class Activity

Identify specific challenges associated with Veterans In-Class Activity Exam

CRITICAL AND ESSENTIAL TASKS:

The listed learning outcomes support competence in the following tasks and their associated competencies identified in DPSST’s 2015 Telecommunications Job Task Analysis:

INCOMING CALLS

Determine if there are responder safety issues

COMMUNICATIONS & CONFLICT RESOLUTION

Effectively communicate with various callers (emotionally distraught, PTSD, suicidal, belligerent, under the influence and callers who are elderly, children, from different cultures and with language barriers)

Maintain professional conversation control (managing and controlling conversations on phone, radio and in person)

Effectively use techniques to extract critical information from callers who are hysterical or traumatized and may believe they are unable to remember or provide information



CALL SCREENING & CALL TAKING

Obtain information on weapons, what type(s), who has them, their location, and whether the weapons were involved in the incident

Obtain information about alcohol, drugs, and mental issues with the people involved

COMMUNICATION SYSTEMS

Utilize different methods of communications with situations involving active threat, active shooter or weapons of mass destruction

EMOTIONAL WELLNESS

Understand how a healthy lifestyle and fitness counteracts sedentary, but high stress and/or adrenaline spikes

CONTENT SUMMARY:

I. Overview a. Significance of Stigma b. Myths and Facts

II. Mental Disorders/Developmental

Disorders a. Psychotic Disorder

i. Schizophrenia b. Mood Disorder

i. Bipolar Disorder ii. Clinical Depression

c. Anxiety Disorder i. Post Traumatic Stress

Disorder d. Suicide e. Trauma f. Intellectual Disability g. Autism Spectrum Disorder h. Dementia

III. Veterans’ Awareness

a. Overview b. Deployment c. Call taking strategies for

Veterans

d. Resource specific to Veterans

IV. Receiving the Behavioral Health Call

V. LEDS

VI. Resources



CALL HANDLING

INSTRUCTIONAL GOALS:

This course is designed to introduce a new telecommunicator to the basic knowledge necessary to handle emergency and non-emergency calls.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify strategies and techniques to effectively communicate with and gather information from callers in non-emergency and emergency situations


Identify the methods and techniques to obtain information about an unknown address or location

In-Class Activity Scenarios



INCOMING CALLS

Answer incoming telephone calls

Answer multiple incoming 9-1-1 emergency lines

Answer multiple incoming non-emergency lines

Answer direct "hot line" lines (e.g. from PD, USCG, USFS, etc.)

Obtain identifying information from the caller

Obtain additional information (person information, business, or vehicle information) from the caller

Answer calls from Telecommunications Device for the Deaf/Teletypewriter (TTD/TTY)

Determine if call is a referral only

Determine if caller has been a victim of a serious crime

Determine if caller is in need of medical attention



Determine if caller is within service area

Dispatch the appropriate services needed for each call

Determine and confirm address/location and utilize various resources such as ALI/ANI or point locations in data files such as CAD/GIS.

Obtain detailed information necessary to dispatch appropriate emergency and non-emergency service providers

Prioritize between calls received from both emergency and non-emergency lines

Screen calls for pertinent information to pass on to units in the field

Actively listen and determine if a caller or field unit is acting in an unusual manner for the situation (only answering in “yes/no”, whispering, voice higher or speaking faster than typical)




Summarize and paraphrase information


Clearly and concisely communicate the most pertinent information



Obtain and verify information on address or location

Obtain name of caller and how they are related to the call

Obtain phone number, call back number and when caller is available for contact

Identify incident or event type as specifically as possible (i.e., police, fire, EMS)

Obtain description of the problem, people involved (identifying the suspect, victim, witness, patient, parent, etc.), vehicles involved (victim/suspect)

Obtain information regarding whether or not the victim is willing to go to court, sign a complaint, be a named witness, or wants to be anonymous





Obtain description of the location including lights on outside, cars parked outside, any landmarks)

Understand when, and how, to utilize language interpretation systems

Understand social media and electronic resources as an investigative tool to locate callers, suspects or missing persons

Determine the caller’s needs and translate those needs into accurate event summary for Police, Fire or EMS response

RESPONSE & REFERRAL

Contact and request assistance from non-public safety entities

RESPONDER SAFETY

Check locations and subjects for caution information and relay to responders

LOGISTICS & RESOURCE ALLOCATION

Determine appropriate resources to be dispatched

MAP INTERPRETATION & GEOGRAPHY

Determine if event is located outside jurisdiction and transfer critical information to appropriate public safety answering point (PSAP)

Interpret a caller’s description of a location to determine where an event is occurring or has occurred

Identify clearly where the victim is located, where the crime occurred, and where the suspect is

AUTOMATED OR ELCTRONIC DATABASES

Enter necessary information into computer aided or automated dispatch systems (call location, type)

Verify addresses and phone numbers

Relay information to others through automated systems

CONTENT SUMMARY:

I. Call Handling a. Non-emergency business calls vs. emergency calls b. Prioritization of calls c. 6 W’s d. ABC’s of Telecommunication

II. Call Control a. Techniques b. Verbal Control



III. Agency Policies and Procedures IV. Jurisdictional Boundaries

a. Transferring callers b. Multi-agency calls

V. Utilization of Resources (for callers needing information or options) a. Fusion Centers b. School Safety Tip Line

VI. Diverse Communications



CALL SCENARIOS

INSTRUCTIONAL GOAL:

This course is designed to provide a new telecommunicator with the opportunity to practice and improve their call handling skills.

LEARNING OUTCOMES:


OUTCOME MEASURE

Apply strategies and techniques to handle calls for service, including the Telephone Device for the Deaf (TDD)


Apply feedback to improve call handling skills In-Class Activity Journal Assignment



INCOMING CALLS

Answer direct "hot line" lines (e.g. from PD, USCG, USFS, etc.)



RESPONSE & REFERRAL



Coordinate the response of multiple responders to an event





AUTOMATED OR ELECTRONIC DATABASES


CONTENT SUMMARY:

I. Non-Emergency Calls II. Emergency Calls III. Diverse Callers IV. Telephone Device for the Deaf (TDD)



CIVIL RIGHTS & LIABILITIES

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s understanding of the cause and effect of civil liability issues within the telecommunications field.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify the differences between civil and criminal law In-Class Activity Exam

Describe torts directly related to telecommunications In-Class Activity

Identify the common causes of civil liability cases involved with telecommunications

In-Class Activity






Determine when there is nothing the agency can do for the caller and provide other options

CONTENT SUMMARY:

I. Differences between Civil and Criminal Law

a. Definitions

b. Comparisons



II. Civil Liability a. Defined b. Torts generally

c. Initiation of a Civil Lawsuit

d. The Requirements for a Successful Tort Claim

III. Sources of Legal Authority for Civil Liability Claims Against Telecommunicators

a. State Torts – The Oregon Tort Claims Act

i. Definitions

ii. Damage limits

iii. Indemnity and Subrogation

b. Federal Civil Rights Violations

i. Civil Rights Act of 1871 (Title 42 Sec. 1983)

ii. Americans with Disabilities Act

iii. HIPPA

IV. Areas of Potential Civil Liability for Telecommunicators

a. Disobedience of Rules

b. Inattention to Work

c. Not Following Standard Operating Procedures

d. Guessing

e. Poor Judgment

f. Taking Chances

g. Horseplay

h. Burnout

V. Strategies to mitigate/minimize liability exposure

VI. Special Relationship or Special Duty



COURTROOM TESTIMONY

INSTRUCTIONAL GOAL:

This course is designed to introduce a new telecommunicator to basic courtroom procedures and testimony preparation.

LEARNING OUTCOMES:


OUTCOME MEASURE

Describe strategies and techniques for courtroom testimony preparation

In-Class Activity



NO TASKS LINKED

Justification for Inclusion: This topic has been included previously and was identified as at least somewhat, if not very, important by constituents from all over the state (by survey). Additionally, this topic has been identified as significant through student surveys, as well as invaluable specifically for those agencies that do not have the capacity to provide this type of training. The amount of time spent on this topic is well worth the value obtained by students and telecommunications agencies throughout the state.

CONTENT SUMMARY:

I. Testimony a. Deposition b. Trial

II. Trial Preparation a. Advance Preparation b. Day of Trial c. Testimony

III. Hearsay a. Exceptions to Hearsay Rule

IV. Audio Recording Review

a. Pretrial b. Day of Trial c. Testimony

V. Mock Trial Activity



CRIMINAL LAW

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s understanding of the Oregon Criminal laws, with the ability to recognize and classify the most common crimes police officers encounter.

LEARNING OUTCOMES:


OUTCOME MEASURE

Interpret commonly used criminal law phrases and definitions In-Class Activity

Differentiate a felony from a misdemeanor or a violation In-Class Activity

Given a set of facts, identify the crime category (i.e. assault, theft, robbery, etc.)

In-Class Activity Exam Scenarios





Obtain information about children present at the event



Analyze information on a given situation and take appropriate action





CONTENT SUMMARY:

I. Crime Types a. Crimes b. Offenses

II. Classification of Crimes a. Felony b. Misdemeanor c. Violation

III. Property Crimes

a. Overview b. Elements

IV. Person Crimes a. Overview b. Elements c. Deadly / Dangerous Weapons

V. Perception vs. Reality of Offenses



CRISIS COMMUNICATIONS

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s ability to recognize and effectively communicate with individuals in crisis, or crisis circumstances.

LEARNING OUTCOMES:


OUTCOME MEASURE

Apply effective intervention strategies when communicating with an individual in crisis

In-Class Activity

Articulate strategies and techniques to effectively communicate within crisis circumstances


Analyze a situation and determine the appropriate intervention strategy to apply to that circumstance




INCOMING CALLS











Call out additional resources when appropriate

Implement appropriate call out procedures for critical incidents



CONTENT SUMMARY:

I. Crisis Circumstances a. Direct b. Community c. Constituent (LE) d. National

II. Individuals in Crisis

a. Self b. Peers c. Callers

III. Crisis Intervention

a. Crisis Communication Skills b. De-escalation

IV. After the Crisis

a. Responsibilities b. Actions c. Recovery



CRITICAL INCIDENTS


This course is designed to develop a new telecommunicator’s knowledge and understanding of critical incidents and appropriate responses.

LEARNING OUTCOMES:


OUTCOME MEASURE

Define critical incidents In-Class Activity

Describe your role and responsibilities during a critical incident In-Class Activity Exam

Differentiate call taking vs. dispatching critical incidents In-Class Activity





Understand what information the units are asking for and, if possible, anticipate the needs prior to the requests

CONTENT SUMMARY:

I. Elements of a Critical Incident II. Identifying Critical Incidents

a. Assistance Needed b. Types c. High Risk Incidents

III. Telecommunicator Role in Critical Incidents

IV. Responder Safety V. Preparedness



CUSTOMER SERVICE

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s ability to recognize the impact of customer service and professionalism in their role within public safety interactions.

LEARNING OUTCOMES:


OUTCOME MEASURE

Compare positive and negative customer service interactions In-Class Activity

Define the customer base for a telecommunicator In-Class Activity Exam

Describe potential impacts of public safety interactions In-Class Activity

















RESPONSE & REFERRAL





Provide a route to a responder by using clear directions



CONTENT SUMMARY:

I. Identification of Customer Base a. Internal b. External

II. Interaction Types a. Positive b. Negative c. Potential Outcomes

i. Positive Ambiguity ii. Voice Tone iii. Repetitive Persistence

III. Personal Accountability

a. Servant-Minded Conduct b. Tips for Success



DIVERSITY

INSTRUCTIONAL GOAL:

This course is designed to enhance a new telecommunicator’s awareness of cultural/interpersonal issues that impact values, attitudes, beliefs and outlooks among multi-cultural environments.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify strategies for improving cultural awareness and interactions with individuals from varied cultures

In-Class Activity






CONTENT SUMMARY:

I. Background – Current Events

II. Culture

III. Bias

IV. Privilege

V. Cultural Competence and Cultural Humility

VI. Procedural Justice and Legitimacy

VII. Conclusion – How Can We Be Better?



DOCUMENTATION

INSTRUCTIONAL GOAL:

This course is designed to enhance a new telecommunicator’s awareness of the significance of effective and accurate documentation.

LEARNING OUTCOMES:


OUTCOME MEASURE

Explain the potential consequences of inaccurate and ineffective documentation

In-Class Activity Journal Assignment

Identify the fundamental components to accurate documentation In-Class Activity Exam







Obtain name of caller and how they are related to the call










RESPONDER SAFETY



Apply mutual aid agreements

Monitor critical incidents for resource needs




Read and interpret maps, discerning the differences between locations

Recognize mile posts and major highways in area

Use an agency’s local addressing system to determine how to access a location


Identify cross streets or other identifying landmarks from maps

Use appropriate maps in a given circumstance




Check for “history” at addresses involved in event and related “alerts”

Search and retrieve data base using vehicle license/description




CONTENT SUMMARY:

I. Fundamentals

a. Accuracy, Brevity, Clarity

b. Formats

c. Professionalism

II. Terms and Abbreviations

a. Industry

b. Agency

III. Potential Consequences

a. Policy Violation

b. Exposure to Liability

c. Incorrect Responder Approach



EMERGENCY PREPAREDNESS

INSTRUCTIONAL GOAL:

This course is designed to familiarize a new telecommunicator with how to be prepared for all types of emergencies.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify resources for an emergency In-Class Activity

Identify recommended practices for an emergency In-Class Activity





EMOTIONAL WELLNESS


CONTENT SUMMARY:

I. Preparedness Organizations a. Federal (FEMA) b. State (Oregon Emergency Management, OERS) c. Local (County Emergency Manager) d. Partners (Red Cross, PIO Group, Amateur Radio, SAR)

II. Prepare a. Continuity of Operation Plans (COOP) b. Disaster Recovery Plans c. Resource Lists d. Procedures



III. Telecommunicator’s Role

a. Increased Call Volume b. Make Notifications c. Activate Teams d. Maintain Lists e. Identify Necessary Resources

IV. Declaration of Emergency a. Authority b. Process

V. Emergency Operations Center (EOC) a. Activation b. Division Descriptions c. Media Requests

VI. Notification and Response a. Citizen Notification Systems b. Evacuation Authority c. Anticipate Needs

VII. Individual Preparation a. Effects of Emergencies b. Family Preparedness and Back Up Plans c. Work Considerations



EMERGING TECHNOLOGIES


This course is designed to enhance a new telecommunicator’s awareness of the technological trends affecting public safety.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify current technological trends affecting public safety In-Class Activity



NO TASKS LINKED

Justification for Inclusion: This topic has been identified as at least somewhat, if not very, important by constituents from all over the state (by survey) due to the fact that the public safety field is constantly evolving, especially with new technology. Additionally, this topic has been identified as invaluable specifically for those agencies that do not have the capacity to provide this type of training. The amount of time spent on this topic is well worth the value obtained by students and telecommunications agencies throughout the state. This course will be continually evolving as needs within the field change, to ensure that basic students are introduced to potential technology they will be required to work with or that will be coming during their careers.

CONTENT SUMMARY:

I. Historical Overview II. Driving Forces III. Telecommunications IV. Police V. Fire VI. Parole and Probation

VII. Corrections



ENHANCED 9-1-1 (E911)

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s ability to interpret an ANI/ALI screen.

LEARNING OUTCOMES:


OUTCOME MEASURE

Define and interpret fields contained within an ANI/ALI screen In-Class Activity Exam



INCOMING CALLS


Determine and confirm address/location and utilize various resources such as ALI/ANI or point locations in data files such as CAD/GIS

Update a cellphone caller’s location using ALI re-bids or “pinging”

















CONTENT SUMMARY:

I. History II. How It Works

a. Primary PSAP b. Secondary PSAP

III. Reading Screens (Returns)

a. Fields of Data b. Phases



ETHICS

INSTRUCTIONAL GOAL:

This course is designed to:

1. Develop a new telecommunicator’s understanding of human behavior and risk factors

that can lead to unethical behavior

2. Enhance a new telecommunicator’s ability to recognize and report unethical behavior

LEARNING OUTCOMES:


OUTCOME MEASURE

Summarize the ethical standards and expectations of a telecommunicator

In-Class Activity

Describe how conscious and non-conscious processes in the human brain impact behavior


Identify risk factors that can lead to unethical behavior


Articulate strategies for reporting unethical behavior In-Class Activity







CONTENT SUMMARY:

I. Ethical Standards/Expectations of the Profession

II. Understanding the Brain and Human Behavior

III. Brain Processing and Ethical Behavior

IV. Risk Factors for Unethical Behavior

V. Risks and Benefits Related to Moral Character

VI. Recognizing Ethical Situations

VII. Reporting Unethical Behavior



FIRE / EMS OVERVIEW

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s awareness of the Fire Service and Emergency Medical Service, including the purpose and function of different departments, districts and responses.

LEARNING OUTCOMES:


OUTCOME MEASURE

Recognize the resources needed when handling calls for fire and EMS service

In-Class Activity











CONTENT SUMMARY:

I. Fire Service a. Federal b. State c. Local



II. Organizations a. Example Organization Chart b. Divisions c. Department Roles (Command/Line Staff)

III. Apparatus and Equipment

IV. Notification Systems

V. Common Language

VI. Scene Assignments

a. Water Supply b. Entry Team c. RIT Team d. Firefighter Accountability Systems e. Rehab

VII. Incident Types

VIII. Fuels and Conditions

IX. EMS Service

X. Ambulance Service Area (ASA)

XI. Level of Care

a. Advanced Life Support (ALS) b. Basic Life Support (BLS) c. Emergency Medical Responder (EMR)

XII. Resource Allocation



FITNESS & NUTRITION

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s awareness of:

1. The correlation between fitness and quality of life.

2. The importance of nutrition in both occupational and lifestyle wellness.

LEARNING OUTCOMES:


OUTCOME MEASURE

Assess the nutritional value of a food through reading the nutrition facts label


Recognize and assess the benefits and pitfalls of various diet plans

In-Class Activity

Identify the nutritional and timing needs of macronutrients for the body




EMOTIONAL WELLNESS


CONTENT SUMMARY:

I. Basic Health Introduction

a. Health problems faced by public safety officers b. Factors influencing health c. Controllable risk factors d. Effects of tobacco and alcohol on body



II. Nutrition

a. Reasons we eat what we eat b. Macronutrients c. Saturated fat d. Cholesterol and your diet e. Eating Healthier f. 80/20 Rule g. Reading food labels h. Food preparation

III. Fitness



LAW ENFORCEMENT OVERVIEW


This course is designed to provide the new telecommunicator a basic understanding of the criminal justice system and specifically the role of law enforcement.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify the primary levels of law enforcement in Oregon In-Class Activity Exam

Describe some of the essential job functions of an Oregon police officer









CONTENT SUMMARY:

I. Law Enforcement a. Federal b. State c. County d. Local



II. State Law Enforcement a. Oregon State Police (OSP) b. Dept. of Justice (DOJ) c. Motor Carrier Enforcement

III. Federal Law Enforcement

a. Federal Bureau of Investigations (FBI) b. Drug Enforcement Administration (DEA) c. Immigration & Customs Enforcement (ICE) d. US Marshal e. Secret Service f. USDA Forest Service, Bureau of Land Management (BLM) Rangers

IV. Local Jurisdictions

a. Municipal Police b. County Sheriff c. Civil Deputy

V. Crime Types

a. Offenses b. Crimes

VI. Essential Job Functions of an Oregon Police Officer

a. Respond to, manage emergencies b. Public service c. Conduct investigations d. Make custodial detentions e. Prepare reports

VII. Law Enforcement Specialized Units

a. Patrol b. Detectives c. SWAT d. Bombs e. Narcotics – Drug unit, etc.

VIII. Law Enforcement Resources

a. Fusion Centers b. School Safety Tip Line

IX. Role of the Telecommunicator in Law Enforcement

a. First contact with the public b. Information gathering c. Officer safety / officer status d. Support service e. Dealing with confidential information



MAP READING INSTRUCTIONAL GOALS:

This course is designed to develop a new telecommunicator’s skills associated with reading and interpreting all types of map styles and formats.

LEARNING OUTCOMES:


OUTCOME MEASURE

Locate a point on a map using a variety of source information In-Class Activity Exam

Apply a map legend In-Class Activity



INCOMING CALLS








RESPONDER SAFETY



















CONTENT SUMMARY:

I. GPS a. Decimal Degrees b. Degrees Minutes seconds c. Degrees Decimals Minutes

II. Latitude / Longitude

a. Decimal Degrees b. Degrees Minutes Seconds c. Degrees Decimals Minutes

III. Map Types / Formats

IV. Map Legends a. Symbols b. Colors

V. Map Use by Telecommunicators

a. Paper Maps b. Digital Maps



PROBLEM SOLVING

INSTRUCTIONAL GOAL:

This course is designed to enhance a new telecommunicator’s problem solving skills related to all operations, including but not limited to: call-taking, workload management and officer safety.

LEARNING OUTCOMES:


OUTCOME MEASURE

Describe the steps of the problem solving process In-Class Activity

Analyze a problem and determine the steps necessary to develop a solution

In-Class Activity

Complete the steps of the problem solving process to address a telecommunicator-specific problem


Present solutions to a complex, telecommunicator-specific problem




INCOMING CALLS

Obtain additional information (person information, business, or vehicle information) from the caller

Answer calls from Telecommunications Device for the Deaf/Teletypewriter (TTD/TTY)

Determine if call is a referral only

Determine if caller has been a victim of a serious crime

Determine if caller is in need of medical attention





Obtain detailed information necessary to dispatch appropriate emergency and non-emergency service providers

Prioritize between calls received from both emergency and non-emergency lines

Dispatch the appropriate services needed for each call

Screen calls for pertinent information to pass on to units in the field










Understand when, and how, to utilize language interpretation systems



RESPONSE & REFERRAL


RESPONDER SAFETY




Apply mutual aid agreements


















Check for “history” at addresses involved in event and related “alerts”

Search and retrieve data base using vehicle license/description




CONTENT SUMMARY:

I. The Problem Solving Process a. What is the Problem? b. What Do You Know? c. What Do You Need to Know?

d. Use Resources and Identify Possible Solutions

e. Act/Try the Solution f. Evaluate the Solution



PUBLIC RELATIONS

INSTRUCTIONAL GOAL:

This course is designed to enhance a new telecommunicator’s understanding of the implications of information dissemination in public service.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify the necessity of telecommunicator confidentiality and potential consequences


Describe the role media plays in public safety operations In-Class Activity

Explain the implications of creating and handling public records In-Class Activity









RESPONSE & REFERRAL









CONTENT SUMMARY:

I. Confidentiality

II. Media Etiquette a. Perspectives b. Agency Policy – regarding contacts c. Professional Communication

III. Media Strategies a. Target Audience b. Purpose c. Delivery Methods

V. Social Media a. Personal Accounts b. Agency Accounts c. Work Related Concerns

IV. Public Information Officer (PIO) a. Role and Responsibilities b. Working Relationships

V. Public Record a. Mandates (OAR/ORS) b. Sources c. Exclusions



RADIO OVERVIEW

INSTRUCTIONAL GOAL:

This course is designed to introduce a new telecommunicator to the fundamentals of radio use and dispatching functions.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify the fundamentals of radio operation In-Class Activity Exam

Explain the basics of dispatching functions In-Class Activity



INCOMING CALLS

Actively listen and determine if a caller or field unit is acting in an unusual manner for the situation (only answering in “yes/no”, whispering, voice higher or speaking faster than typical)
















CONTENT SUMMARY:

I. Voice Dispatching a. Terminology b. Etiquette c. Voice Control

II. Radio Basics / Technology

a. Radio Types b. Operation c. Trouble Shooting



RESOURCE UTILIZATION

INSTRUCTIONAL GOAL:

This course is designed to enhance a new telecommunicator’s ability to utilize resources available to them.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify potential resources available In-Class Activity Exam

Given a specific circumstance, explain what resource(s) should be used and how


Determine when notification needs to be made to the Department of Motor Vehicles (DMV)

In-Class Activity







RESPONDER SAFETY










CONTENT SUMMARY:

I. LEDS / NCIC / DMV

II. Social Media (for research) a. Social Media Outlets b. Data Mining

III. Resources

a. Local b. State c. National d. Technological



STRESS FIRST AID

INSTRUCTIONAL GOAL:

This course is designed to teach telecommunicators about stress first aid with a focus on how the stress first aid model helps peers to recognize stress injuries, first aid strategies for stress injuries, and some implications for leaders.

LEARNING OUTCOMES:


OUTCOME MEASURE

Describe how Stress First Aid reduces the risk for stress reactions

In-Class Activity

Describe the Seven Core Actions of Stress First Aid In-Class Activity

Recognize the physical and psychological effects of stress In-Class Activity

Identify appropriate techniques for coping with stress In-Class Activity Exam







EMOTIONAL WELLNESS




CONTENT SUMMARY:

I. Introduction II. Introduction to Stress First Aid III. Stress Continuum Model

IV. Stress Injuries

a. Videos

V. Stress First Aid actions b. Check c. Coordinate d. Cover e. Calm f. Connect g. Competence h. Confidence i. Scenarios

VI. Career Balance VII. Evaluation and close out



TOOLKIT FOR BUILDING RESILIENCY

INSTRUCTIONAL GOAL:

This course is designed to introduce a new telecommunicator to the complexities of trauma exposure and its potential effects, while developing their ability to recognize and cope with the impacts of a telecommunicator career in public safety.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify potential effects of trauma exposure In-Class Activity

Describe the complexities of trauma exposure In-Class Activity

Recognize the physical and psychological effects of a career in public safety

In-Class Activity Journal

Identify resources for assistance coping with personal and professional difficulties

In-Class Activity















CONTENT SUMMARY:

I. Types of Trauma Exposure a. Cumulative Stress b. Compassion Stress / Fatigue c. Critical Incident Stress d. Secondary Trauma Exposure

II. Vigilance: Aware, Ready & Prepared

a. On Duty Examples b. Hypervigilance c. Risks

III. Over-Identification

a. Over-investment b. Telecommunicator Role vs. Sense of Self c. Sale of Soul d. High Demand – Low Control

IV. General Stress Management

a. Symptoms b. Stress Care



TROUBLE SHOOTING

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s understanding of how to identify potential problems and possible solutions with public safety (PSAP) communications equipment.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify available resources for trouble shooting equipment In-Class Activity

List potential equipment problems and possible solutions In-Class Activity Journal







CONTENT SUMMARY:

I. Defining Trouble Shooting II. Steps to Trouble Shooting II. Personal Tools of the Job III. Equipment

IV. Identifying the Problem V. Causes VI. Resources VII. Steps to a Resolution



WORKPLACE COMMUNICATIONS

INSTRUCTIONAL GOAL:

This course is designed to develop a new telecommunicator’s ability to recognize interpersonal conflict and apply adaptive approaches toward resolution.

LEARNING OUTCOMES:


OUTCOME MEASURE

Identify the main barriers to effective communication In-Class Activity Exam

Identify techniques to contribute to professional interpersonal relationships

In-Class Activity

Explain the difference between hearing and listening In-Class Activity Exam

Demonstrate and evaluate the process of being an effective listener


Analyze a situation involving conflict and identify an appropriate resolution approach











CONTENT SUMMARY:

I. Communication Cycle a. Sender b. Receiver c. Message d. Medium e. Context f. Feedback

II. Effective Communication a. Listening b. Non-Verbal Communication c. Clarity and Concision d. Friendliness e. Confidence f. Empathy g. Open-Mindedness h. Respect i. Feedback j. Medium

III. Barriers to Communication a. Interpersonal Conflict b. Expectations and Prejudices c. Background Noise d. Language Barriers e. Rate of Thought f. Understanding Your

Audience

IV. Effective Listening a. Hearing vs. Listening b. Open-Ended Questions c. Paraphrasing/Summarizing

Statements

V. Dynamics of Interpersonal Relationships a. Emotional Intelligence b. Conflict Resolution

Basic Telecommunications Academy · o Addition of training topics such as Enhanced 9-1-1, Emerging...

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